Download Humanities - St Mary Magdalene Academy

SMSC in St Mary Magdalene Academy Humanities Faculty
The Humanities faculty at St. Mary Magdalene Academy consists of Business Studies and
Economics, Geography, History, Religious Studies, Sociology, Philosophy, and Psychology.
Due to the nature of the humanities disciplines spiritual, moral, social and cultural education
runs through nearly everything we do.
Geography
Spiritual education in Geography inspires awe and wonder of the world: both at the physical
and human features. It also inspires wonder of the natural environment such as rivers,
mountains, earthquakes, and the effect of other national disasters. It also includes the
impact that the environment and natural world has on people’s everyday life.
Moral education in Geography provides opportunities for pupils to recognise that
development takes place within a global context and that local decisions affect and are
affected by decisions and processes in other countries for example transnational
corporations. Issues of justice, fairness and democracy are central and can be debated in
terms of pupils’ own experiences as well as using geographical issues as contexts.
Social education at Geography involves the study of real people in different societies. Pupils
look at different examples on a range of scales going from the local to the distant.
Cultural education in Geography involves the study of real people in real places in the
present. It provides opportunities for multi-cultural education through recognising
commonalities and differences. It also encourages pupils to reflect on their own personal
reality of sense of space.
Examples of Spiritual, Moral, Social and Cultural Education in Geography include:
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Pupils learning the power of the Earth’s forces, in Year 7 pupils look at the impacts of the
Haiti earthquake in 2010 and the Fukishima earthquake in 2012.
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Pupils understanding and debating the conflicting values of tourism, in GCSE geography
pupils debate the positive economic benefits brought by tourism and whether they
outweigh the negative environmental benefits.
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Pupils discussing the consequences of globalisation and its impacts on workers and their
possible exploitation. In A2Ggeography pupils look at the positive and negative benefits
brought about by NIKE as a TNC.
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Pupils discussing the changing urban environments as well as discussing people in the
decision making process; for example in GCSE geography pupils examine strategies to
promote multicultural communities.
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Pupils becoming aware of the social problems of rural decline, in AS Geography pupils
look at the impact of rural to urban migration and the changes occurring in the Isle of
Purbeck.
History
Spiritual education in History involves the mystery of how and why events in the past
happened and their many causes, and helping pupils to a realisation that events did not
have to happen that way, they could have taken other directions. It also involves realising
the incredible significance that some individuals have had in the past, the distortions that can
take place through time and the multitude of different interpretations that can be made about
one single event. History allows pupils to see the similarities between people now and in the
past and sometimes through sources and artefacts we feel that we can almost reach and
touch them.
Moral education in History involves pupils being encouraged to comment on moral questions
and dilemmas. History is a story of right and wrong and pupils develop the ability to
empathise with the decisions which ordinary people made at the time, based on their
historical situation.
Social education in History encourages pupils to think about what past societies have
contributed to our culture today. Pupils own social development is encouraged through
working together and problem solving. History also has a role to play in helping people to
express themselves clearly and communicate better.
Cultural education involves pupils developing a better understanding of our multicultural
society through studying links between local, British, European and world history.
Examples of Spiritual, Moral, Social and Cultural Education in History include:

Pupils being given the opportunity to explore the beliefs and values from past societies
and from a range of different countries. They are then able to use this information to
compare and contrast with their own values and beliefs and also those of Modern Britain

Pupils questioning the moral codes of different societies

Students exploring why men joined the army in 1914 and the issues of right and wrong in
fighting for your country

Pupils exploring the treatment and persecution of minorities in Hitler’s Germany
Religious Studies
Spiritual education in RS involves the experience and search for meaning, the purpose in
life and the values by which we live. In learning about different religions and why people
believe, pupils should have the opportunity to learn from their experiences, to reflect on and
interpret spirituality and their own lives and discuss and reflect on ultimate questions.
Moral education in RS allows pupils to learn about shared and differing moral values. RS
allows pupils to debate moral dilemmas about right and wrong, good and bad, peace etc. RS
allows pupils to discuss issues such as people’s responsibility towards the world and future
generations. Through RS pupils have the opportunity to make a personal response to right
and wrong and to consider other peoples’ responses to moral issues.
Social education in RS involves exploring similarities and differences in religions and
cultures through which pupils should begin to link religion to personal action in everyday life.
This is reflected in their relations with others in the classroom and their ability to work
together co-operatively.
Cultural education in RS involves learning about other religions, giving pupils an opportunity
to learn what it means to belong, to develop confidence in themselves and be able to
respond positively to similarities and differences in our multi-faith and changing society.
Examples of Spiritual, Moral, Social and Cultural Education in Religious Studies include:

Pupils being given the opportunity to explore the beliefs and values from a range of
different religions and cultures and learning about shared and differing views and beliefs

Pupils exploring beliefs and values on key moral and ethical issues from different
perspectives e.g. euthanasia, abortion, life after death, why we are here and science vs
religion
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Pupils exploring and examining a range of different religions and cultures, giving them
opportunity to develop an understanding of multiculturalism, diversity and respect for
others

Students becoming aware of the positive impact in society of different religions through
knowledge of how religion can affect daily life and moral decisions made by religious
people

Students examining a unit on multi-culturalism and multi-faith society and how this links
into the nature of freedom, liberty and democracy

Students being given the opportunity to explore different artistic images and literature
sources from religious and cultural perspectives

Students examining aspects of religious architecture, religious paintings and religious
symbols and their meanings
Business Studies
Spiritual development within Business Studies involves students considering the impact that
various businesses, both locally and nationally, will have upon their local areas and
communities. Students are encouraged to explore sexism, racism and discrimination in the
workplace through the discussion of employment laws. Students are encouraged to express
their own opinion and explore different examples. Students also explore their own feelings
and meaning and reflect upon topics such as ethics. Students are encouraged to explore
these concepts and challenge the actions that businesses should take. This also helps to
develop student’s empathy and compassion skills and allows them to take into consideration
other people aims, values, principles and beliefs.
Moral development within Business Studies involves students being required to evaluate,
comment upon and discuss various moral issues relating to business practices. They will do
this through the use of observations, gathering of information and studying given case
studies to support this. Students are given the opportunity to consider a variety of
information relating to real life business scenarios in order to make valid judgements.
Students spend a large proportion of the course investigating the impact of a business’s
action upon society and the local community in which they operate. For example, students
consider the political, social, environmental and technological issues arising as a result of a
business decision. Students also draw upon their own knowledge to distinguish between
what is ‘right and wrong’.
Social development within Business Studies involves students being encouraged to develop
their team working skills through collaborative work and research. The students also explore
the concept of teams and the roles that individuals have to play and how this can impact a
business. Throughout the curriculum, students are given the opportunity to exercise their
leadership skills. Students often work collaboratively to understand new concepts and share
information researched, thus giving the students responsibility over their work.
Cultural development within Business Studies involves students being given the chance to
see how the functions of a business operate. Students look at the changes within society
and how they may impact on businesses. In year 11 students look at the topic of the EU and
how this impacts upon business trade. Students are encouraged to explore the wealth of
different countries and how developed they are. Students also have the opportunity to look
at how organisations work by visiting businesses and carrying out a research project for their
controlled assessment. Students benefit from visits to school by business people, to
enhance their knowledge and skills.
Examples of Spiritual, Moral, Social and Cultural Education in Business Studies include:
 Pupils considering the impact that various businesses both local and national will have
upon their local areas and communities
 Pupils looking at the impact that businesses have upon the different stakeholders who
have an interest in the way that a business operates
 Pupils investigating business ethics and considering the ethical boundaries in which
businesses must operate within
 Pupils looking at the cultural differences between different customer groups which
businesses may be targeting their products/services towards and how these differences
will impact upon sales
 Pupils looking at the issues of unemployment and economic factors relating to
businesses, and thinking about how these external factors will have an impact upon
society
 Pupils considering the costs and benefits to society and the wider community as a result
of business decisions
Psychology
Spiritual development within Psychology involves students being encouraged to question
their actions and to understand where they come from. Students examine biological, social
and cognitive explanations of behaviour and explore free-will vs. determinism. Students are
encouraged to question the credibility of scientific explanations and to understand their
implications. Throughout the course students explore their own emotions, personality, and
behaviour and are encouraged to empathize and understand the behaviour of others.
Students consider ethical considerations behind scientific research and explore how
Psychological research can benefit society.
In Psychology students describe and evaluate theories of Moral Development. Students
understand how morals develop in young children and can critically analyse different
approaches. Students study the influence of role models and are encouraged to reflect upon
the impact of upbringing on their moral development. Students understand that moral
development is multifaceted, and can explain why some individuals display different morals
to themselves. Students explore the moral arguments behind animal experimentation and
can identify the issues faced by researchers when undertaking animal research.
The Psychology course helps students to develop an in depth understanding of their own
Social Development and the development of others. Students can describe and evaluate
theories of social development and understand how their social behaviour is linked to early
life experience. In class students work collaboratively and are encouraged to discuss their
ideas with others. High quality critical analysis is produced through whole class debate,
differentiated group work and student presentations.
The Psychology course is cross-cultural and allows students to look at their behaviour from a
‘whole world’ perspective. Students explore how biological, social, cognitive, human
relationships, human development and health are impacted by Culture Development.
Students develop an in depth understanding of how their cultural background influences
their attitudes, beliefs and behaviour and understand the implications of these arguments.
Students critically evaluate research from a cultural perspective and understand explore the
concepts of ethnocentrism and etic vs. emic approaches. Class discussion explores how
culture can impact behaviour and helps students to adopt empathy, understanding and
tolerance for the actions of others.
Examples of Spiritual, Moral, Social and Cultural Education in Psychology include:
 Class debate on ‘To what extent is violence genetically determined’, which allows
students to explore the moral and philosophical arguments behind biological
explanations for behaviour.
 Class presentations on ‘Sociocultural Explanations for Violence’ (E.g. Social Learning
Theory), encourage students to explore why some individuals lack morals and can
commit horrific acts from a sociocultural perspective.
 Class experiments on controversial issues such as ‘altruism’, allow students to
explore the justification behind their actions, thus increasing their empathy with
others.
 Class activity on ‘How does Culture Impact a Cognitive Process’, pupils research,
describe and evaluate cross-cultural research into ‘Flash-bulb memories’ and
understand the implications of this argument.
Sociology
Sociology promotes students Spiritual development and understanding by:
 Helping students develop self-knowledge including an awareness and understanding
of their own beliefs, values and emotions.
 Developing a sense of empathy with others and understanding that human feelings
and emotions affect people in different ways.

Encouraging students to reflect e.g. through self-evaluation and target setting.

Allowing students to express how they feel about a topic, piece of research,
contemporary issue.

Developing a respect for others beliefs, emotions and feelings.
Sociology promotes students’ Social Development and understanding by:
 Encouraging students to relate positively to one another and work effectively through
collaborative learning tasks including group work, discussions, class presentations,
sharing findings from research. These tasks develop inter-personal skills and
encourage students to work cooperatively whilst sharing their views and opinions.

Creating opportunities for students to take responsibility for their own learning which
helps to develop enquiring minds e.g. through independent learning and extended
reading tasks.
Sociology promotes students’ Moral Development and understanding by:
 Developing students’ own decision making skills and encouraging them to think
through the consequences of their own actions as well as analysing the decision
making and consequences of others actions e.g. individuals and governments.
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Promoting students’ understanding of basic moral philosophy and skills of analysis,
debate, judgment and application of contemporary issues.
Highlighting measures to prevent discrimination on the basis of race, religion, gender,
sexual orientation, age and other criteria.
Giving students opportunities to explore and develop moral concepts and values - for
example fairness and respect.
Sociology promotes students’ Cultural Development and understanding by:
 Providing opportunities for students to acquire knowledge and insight into the values,
influences and beliefs which shape their own culture.

Providing opportunities for students to appreciate the diversity and richness of other
cultures and respect other peoples’ values and beliefs.
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Addressing issues of discrimination on the grounds of race, religion, gender, sexual
orientation, age and other criteria and promoting racial and other forms of equality.

Developing opportunities with outside agencies and individuals for students to extend
their cultural awareness e.g. trips, conferences, outside speakers.